FH3 Burnt – ASCILITE

This is the output from the BURNT activity held at ASCILITE in Queensland in December Feel free to use it. These were the instructions given to participants at the conference

'This is your opportunity to get out of your system your experiences of success and failure and what you think about the role of technology in higher education. Put your stake in the ground early, but be prepared to move on. Have a discussion in a small group. Introduce yourself. Say hi. Then explore your own and the others views and experiences on success and failure and its role in supporting and making ‘good’ (digital) teaching and learning.'

VICTORIES

FAILURES

HOPES & DREAMS

Victories! On the pink one, write down all reasons why educational technology projects you have been involved with, worked on, were a part of worked. What made them a success?

On the yellow one, write down what made other projects, initiatives, pilots fail to ignite or take-off. What made them work in the first pilot and became one-off experiences?

On the green one, put down all your hopes and dreams for educational technology projects. What do you hope will happen when a project works

What went right!

What went wrong!

Imagination

Engagement with student in future planning & roadmaps.

Pedagogy – first adoption of LMS & educational technologies.

Using the workshop function of Moodle.

Running workshops for academics that introduce them to the types of online resources that can be created to use in their online teaching. May leave excited with a way to move forward.

Shared language & operations b/w educators & IT.

A digital education strategy 10 years after everyone else (and by this time everyone else has subsumed their digital ed. strategy into their ed. strategy).

When technology leads to work intensification rather than supporting staff time.

Looking at pedagogical approaches to assessment & feedback with academics and realising this approach was about a year too early.

University outsourcing production staff so that technology initiatives are slow and expensive.

Having accountability for digital programs with no direct line management authority.

Struggled to support an academic to create a fully online course – his first. He wasn’t interested or willing to shift mind set on teaching practice and was convinced the way he always runs f2f workshops would work online. Weeks of frustration later and we parted ways. The project ended. Some people just aren’t ready.

Working with people who have no interest in change.

Academics & technology

On requesting a lecturer to define his learning objectives for me, he couldn’t do that, but he wanted some particularly (expensive!) equipment to do X. The conversation past that point did not go well!

An animated flowchart that went for over an hour – students were BORED!

Teaching online and face to face students at the same time!

Interactive life streaming

Getting students doing working

No one uses – no uptake.

Misconceptions about what good pedagogical design is.

Interactive lectures in the sciences → we (designers) focussed on the interactive tech, they (lecturers), focussed on the lecture part.

Regularly reinvent the same wheels across the Uni.

Low attendance prof dev workshop L

Usability is a disaster.

Putting efforts into new technologies… that never get used.

Peer review of teaching initiative

Educational video national cop

Attempting to emulate SME expertise with absent academic colleagues

The first stage of online marking. Weak process, multiple tools. Disagreed with using it but it was pushed from a political standpoint. Almost derailed moving to online marking.

Systems NOT talking to each other.

Doing it all yourself.

Implementing learning object repository.

No central support for MOOCs.

I hope learner analytics will become part of how we do evidence based practice, instead of being a solution in search of a problem.